Curriculum Development Course at a Glance
Planning for 6th Grade Music
Grade Level
6th Grade
Content Area
Music
Course Name/Course Code
General Music
Standard
Grade Level Expectations (GLE)
GLE Code
1.
1.
Perform music in unison and two parts accurately and expressively at a minimal level of 1 on the difficulty
rating scale
MU09-GR.6-S.1-GLE.1
2.
Perform music accurately and expressively at a minimal level of .5 on the difficulty rating scale at the first
reading
MU09-GR.6-S.1-GLE.2
3.
Demonstrate major and minor scales
MU09-GR.6-S.1-GLE.3
1.
Create melodic and rhythmic patterns
MU09-GR.6-S.2-GLE.1
2.
Improvise call-and-response patterns
MU09-GR.6-S.2-GLE.2
1.
Identification of rhythmic and melodic patterns in musical examples
MU09-GR.6-S.3-GLE.1
2.
Notation of level .5 using the appropriate clef for instrument and/or voice
MU09-GR.6-S.3-GLE.2
3.
Analysis of a beginning level composition or performance using musical elements
MU09-GR.6-S.3-GLE.3
1.
Determination of strengths and weaknesses in musical performances according to specific criteria
MU09-GR.6-S.4-GLE.1
2.
Description of music’s role in the human experience, and ways music is used and enjoyed in society
MU09-GR.6-S.4-GLE.2
2.
3.
4.
Expression of Music
Creation of Music
Theory of Music
Aesthetic Valuation of
Music
Colorado 21st Century Skills
Critical Thinking and Reasoning: Thinking
Deeply, Thinking Differently
Invention
Creation
Expression
Creative
Process
Theory
Information Literacy: Untangling the Web
Aesthetic
Valuation
Collaboration: Working Together, Learning
Together
Self-Direction: Own Your Learning
Invention: Creating Solutions
The Colorado Academic Standards for Music are not intended to be taught in a linear
(checklist of coverage) fashion, but rather should be implemented as a cyclical creative
process. Each unit within this sample blueprint intentionally includes standards from all
four music standards to illustrate this process-based philosophy.
Unit Titles
Length of Unit/Contact Hours
Unit Number/Sequence
Musical Archeology
Year/Instructor’s Choice
Instructor’s Choice
Breaking the Musical Code
Quarter/Instructor’s Choice
Instructor’s Choice
Tackling Technology
Instructor’s Choice
Instructor’s Choice
Authors of the Sample: Gregory Piotraschke (Jefferson County R-1); Cynthia Smith (Pueblo County 70); Zac Timbrell (Aurora Public Schools)
6th Grade, Music
Complete Sample Curriculum – Posted: January 31, 2013
Page 1 of 7
Curriculum Development Overview
Unit Planning for 6th Grade Music
Unit Title
Breaking the Musical Code
Focusing Lens(es)
System/Relationships
Inquiry Questions
(EngagingDebatable):

Unit Strands
Expression, Creation, Theory, Aesthetic Valuation
Concepts
Proportion, Rhythm, Time, Symbols, Notational Value, Feel/Style. Mood


Length of Unit
Standards and Grade
Level Expectations
Addressed in this Unit
Quarter/ Instructor Choice
MU09-GR.6-S.1-GLE.1, MU09-GR.6-S.1-GLE.2
MU09-GR.6-S.2-GLE.1
MU09-GR.6-S.3-GLE.1, MU09-GR.6-S.3-GLE.2, MU09-GR.6-S.3-GLE.3
MU09-GR.6-S.4-GLE.1
How does knowledge of rhythm notation assist musicians? (MU09-GR.6-S.1-GLE.1,2) and (MU09-GR.6-S.2-GLE.1) and (MU09-GR.6-S.3-GLE.1,2) and
(MU09-GR.6-S.4-GLE.1)
How do time signatures shape a song?
Why should we know musical notation?
Generalizations
My students will Understand that…
Guiding Questions
Factual
Conceptual
Rhythm symbols communicate notational value of sound
and silence. (MU09-GR.6-S.1-GLE.1,2) and (MU09-GR.6S.2-GLE.1) and (MU09-GR.6-S.3-GLE.1,2)
What are the symbols for sound and silence for every
note value?
Does a rest have value?
Why do we have different notational values?
Rhythm utilizes math-based proportions of fractions.
(MU09-GR.6-S.1-GLE.1,2) and (MU09-GR.6-S.2-GLE.1) and
(MU09-GR.6-S.3-GLE.1,2)
What happens to rhythms as the notes get halved
(diminution)?
What happens to the appearance of the note as the
value decreases?
How does the dot work when attached to a note or
rest?
How could you write the dotted rhythm with 2 notes
and a tie?
How does understanding fractions and halving
(diminution) assist in understanding rhythm?
How can you take the value of music and turn it into a
math problem?
Time signatures establish feel/style in the music (MU09GR.6-S.1-GLE.1,2) and (MU09-GR.6-S.2-GLE.1) and (MU09GR.6-S.3-GLE.1, 2) and (MU09-GR.6-S.4-GLE.1)
What does the top number of a time signature mean?
What does the bottom number of a time signature
mean?
Can rhythm be written and counted in any time
signature?
How can the changing of a time signature, change the
feel/ style of the music?
Authors of the Sample: Gregory Piotraschke (Jefferson County R-1); Cynthia Smith (Pueblo County 70); Zac Timbrell (Aurora Public Schools)
6th Grade, Music
Complete Sample Curriculum – Posted: January 31, 2013
Page 2 of 7
Curriculum Development Overview
Unit Planning for 6th Grade Music
Critical Content:
Key Skills:
My students will Know…
My students will be able to (Do)…






How rhythmic notation relates to mathematical values. (MU09-GR.6-S.1-GLE.1,2)
and (MU09-GR.6-S.2-GLE.1) and (MU09-GR.6-S.3-GLE.1,2)
How rhythmic notation represents sound over time. . (MU09-GR.6-S.1-GLE.1,2)
and (MU09-GR.6-S.2-GLE.1) and (MU09-GR.6-S.3-GLE.1,2)
Rhythmic names are based off the fraction system (MU09-GR.6-S.3-GLE.1)
Time signatures tell you how many beats in a measure and what note values is
getting the beat. (MU09-GR.6-S.1-GLE.1,2) and (MU09-GR.6-S.2-GLE.1) and (MU09GR.6-S.3-GLE.1,2)
Each rhythmic symbol equals a certain measurement of beat(MU09-GR.6-S.1GLE.1,2) and (MU09-GR.6-S.2-GLE.1) and (MU09-GR.6-S.3-GLE.1,2)



Write/notate simple melodic/rhythmic patterns to fit any time signature in 2/4,
3/4, and 4/4. (MU09-GR.6-S.2-GLE.1) and (MU09-GR.6-S.3-GLE.1)
Write the correct counting under rhythmic patterns up to 8th notes note
combinations. (MU09-GR.6-S.2-GLE.1) and (MU09-GR.6-S.3-GLE.1)
Recognize/correct rhythmic problems in written examples based on the time
signature. (MU09-GR.6-S.2-GLE.1) and (MU09-GR.6-S.3-GLE.1) and (MU09-GR.6S.4-GLE.1)
Identify music in different time signature. (MU09-GR.6-S.4-GLE.1)
Critical Language: includes the Academic and Technical vocabulary, semantics, and discourse which are particular to and necessary for accessing a given discipline.
EXAMPLE: A student in Language Arts can demonstrate the ability to apply and comprehend critical language through the following statement: “Mark Twain exposes the
hypocrisy of slavery through the use of satire.”
A student in ______________ can demonstrate the
ability to apply and comprehend critical language
through the following statement(s):
Rhythm is a mathematical measurement of sound and silence over time that can be written, manipulated, and
counted.
Academic Vocabulary:
Fractions, measurements, value, halved
Technical Vocabulary:
Rhythm (Whole note/rest, Half note/rest, quarter note/rest, 8th note/rest, dotted half note), Time signature, beat
Authors of the Sample: Gregory Piotraschke (Jefferson County R-1); Cynthia Smith (Pueblo County 70); Zac Timbrell (Aurora Public Schools)
6th Grade, Music
Complete Sample Curriculum – Posted: January 31, 2013
Page 3 of 7
Curriculum Development Overview
Unit Planning for 6th Grade Music
Unit Title
Musical Archeology
Focusing Lens(es)
Beliefs / Values, Origins
Inquiry Questions
(EngagingDebatable):

Unit Strands
Expression, Creation, Theory, Aesthetic Valuation
Concepts
Patterns, Technique, Rhythm, Influence, Culture, Tradition, Style



Length of Unit
Standards and Grade
Level Expectations
Addressed in this Unit
Instructor Choice
MU09-GR.6-S.1-GLE.1, MU09-GR.6-S.1-GLE.2, MU09-GR.6-S.1-GLE.3
MU09-GR.6-S.2-GLE.1
MU09-GR.6-S.3-GLE.1, MU09-GR.6-S.3-GLE.2, MU09-GR.6-S.3-GLE.3
MU09-GR.6-S.4-GLE.1, MU09-GR.6-S.4-GLE.2
How does learning historical/folk music increase one’s musical ability and awareness? (MU09-GR.6-S.1-GLE.1,2,3) and (MU09-GR.6-S.3-GLE.1,2,3) and
(MU09-GR.6-S.4-GLE.1,2)
Why is it important to learn music from other cultures?
What are ways that music is used in the traditions of society?
How does looking at historical/folk music help us learn?
Generalizations
My students will Understand that…
Guiding Questions
Factual
Conceptual
Traditional songs contribute to understanding one’s
culture and time period. (MU09-GR.6-S.4-GLE.1,2)
What cultures/time periods are represented in our
current study?
How has historical/folk repertoire influenced your
country’s contemporary music?
How can beliefs and values of a culture shape a
composer’s intent?)
Folk music utilizes traditional melodic and rhythmic
patterns of a culture. (MU09-GR.6-S.1-GLE.1) and (MU09GR.6-S.3-GLE.1,2,3) and (MU09-GR.6-S.4-GLE.1,2)
What patterns are evident cross-culturally/crosshistorically in music?
What common chord patterns are found in folk music?
How can different countries have similar styles of music?
How has cultural movement throughout history affect
folk music?
The rhythmic and melodic nature of traditional music
corresponds across regions and/or time. (MU09-GR.6-S.1GLE.1) and (MU09-GR.6-S.3-GLE.1,2,3) and (MU09-GR.6S.4-GLE.1,2)
What melodic and rhythmic concepts do two pieces
share (region/time period)?
Why is it important to perform folk music utilizing proper
technique/style?
How can historical context in music alter the learning
practice and composition?
Authors of the Sample: Gregory Piotraschke (Jefferson County R-1); Cynthia Smith (Pueblo County 70); Zac Timbrell (Aurora Public Schools)
6th Grade, Music
Complete Sample Curriculum – Posted: January 31, 2013
Page 4 of 7
Curriculum Development Overview
Unit Planning for 6th Grade Music
Critical Content:
Key Skills:
My students will Know…
My students will be able to (Do)…







Music influences culture and society. (MU09-GR.6-S.4-GLE.1,2)
Culture and society influences music. (MU09-GR.6-S.4-GLE.1,2)
Historical music influences the music of today. (MU09-GR.6-S.4-GLE.1,2)
Performing/researching/learning folk music can be a way to understand different
cultures. (MU09-GR.6-S.1-GLE.1) and (MU09-GR.6-S.3-GLE.1,2,3) and (MU09-GR.6S.4-GLE.1,2
Performance/practice of historical/folk music allows individuals to critique their
own abilities. (MU09-GR.6-S.1-GLE.1) and (MU09-GR.6-S.3-GLE.1,2,3) and (MU09GR.6-S.4-GLE.1,2)



Perform historical/folk music in unison and two parts. (MU09-GR.6-S.1-GLE.1,2, 3)
Identify rhythmic and melodic patterns in historical/folk music. (MU09-GR.6-S.1GLE.2) and (MU09-GR.6-S.3-GLE.1,2,3) and (MU09-GR.6-S.4-GLE.1,2)
Analyze historical/folk compositions and performance using musical terminology.
(MU09-GR.6-S.1-GLE.2-EO.a) and (MU09-GR.6-S.3-GLE.1,2,3) and (MU09-GR.6-S.4GLE.1,2)
Describe music traditions in culture and history. (MU09-GR.6-S.4-GLE.1,2)
Create a variation of a historical/folk song being studied. (MU09-GR.6-S.2-GLE.1)
Critical Language: includes the Academic and Technical vocabulary, semantics, and discourse which are particular to and necessary for accessing a given discipline.
EXAMPLE: A student in Language Arts can demonstrate the ability to apply and comprehend critical language through the following statement: “Mark Twain exposes the
hypocrisy of slavery through the use of satire.”
A student in ______________ can demonstrate the
ability to apply and comprehend critical language
through the following statement(s):
Listening to and performing historical/folk music repertoire provides a glimpse into the practices and values of a
society.
Academic Vocabulary:
Composition, performance, analysis, culture, society, beliefs, values, origin
Technical Vocabulary:
Melodic patterns, rhythmic patterns, musical interpretation, expressions (articulation, dynamics), musical periods (Classical, Baroque, etc.), folk music,
repertoire
Authors of the Sample: Gregory Piotraschke (Jefferson County R-1); Cynthia Smith (Pueblo County 70); Zac Timbrell (Aurora Public Schools)
6th Grade, Music
Complete Sample Curriculum – Posted: January 31, 2013
Page 5 of 7
Curriculum Development Overview
Unit Planning for 6th Grade Music
Unit Title
Trends with Technology
Focusing Lens(es)
Transformation/ Innovation
Inquiry Questions
(EngagingDebatable):

Unit Strands
Expression, Creation, Theory, Aesthetic Valuation
Concepts
Composition, Style, Culture, Preference, Influence, Popularity, Fluency, Media


Length of Unit
Standards and Grade
Level Expectations
Addressed in this Unit
Quarter/ Instructor Choice
MU09-G.6-S.1-GLE.1, MU09-G.6-S.1-GLE.2
MU09-G.6-S.2-GLE.1, MU09-G.6-S.2-GLE.2
MU09-G.6-S.3-GLE.1, MU09-G.6-S.3-GLE.2
MU09-G.6-S.4-GLE.1, MU09-G.6-S.4-GLE.2
What makes a particular kind of music popular? (MU09-G.6-S.1-GLE.1) and (MU09-G.6-S.2-GLE.2) and (MU09-G.6-S.3-GLE.2) and (MU09-G.6-S.4GLE.1,2)
Why are notation software programs important to composers?
How has the advancement of music technology raised people’s expectations of quality?
Generalizations
My students will Understand that…
Guiding Questions
Factual
Conceptual
Regional media trends in musical styles shape individual
preferences in music. (MU09-G.6-S.2-GLE.2) and (MU09G.6-S.4-GLE.2)
What music is popular in the area you live?
How do media outlets (Internet, television, and cinema)
shape individual preferences in music?
How has technology evolved in musical performance?
What makes certain music popular in the area you live?
The cultural use of technology widens the influence of
music. (MU09-G.6-S.1-GLE.1) and (MU09-G.6-S.2-GLE.1)
and (MU09-G.6-S.4-GLE.2)
What resources allow you to access music from
different cultures?
What career opportunities are available in music
technology?
Why is it important to access music from other cultures?
Technological influences generate musical fluency which
aids in creating musical compositions. (MU09-G.6-S.1GLE.1,2) and (MU09-G.6- S.2-GLE.1) and (MU09-G.6-S.3GLE.2)
How can music technology increase musical fluency?
What popular composition programs are available?
What musical skills can be practiced through the use of
technology?
When is it appropriate to use technology to increase
musical fluency?
How do advancements in music technology influence
compositional decisions?
Why is it important, in today’s world, to utilize
technology in composition?
Authors of the Sample: Gregory Piotraschke (Jefferson County R-1); Cynthia Smith (Pueblo County 70); Zac Timbrell (Aurora Public Schools)
6th Grade, Music
Complete Sample Curriculum – Posted: January 31, 2013
Page 6 of 7
Curriculum Development Overview
Unit Planning for 6th Grade Music
Critical Content:
Key Skills:
My students will Know…
My students will be able to (Do)…




Resources available for composition (MU09-G.6-S.2-GLE.2)
How media influences personal music preferences (MU09-G.6-S.4-GLE.2)
Careers available in the music industry (outside of performance and education)
(MU09-G.6-S.4.GLE.2)



Compose a song using current technology programs available (MU09-G.6-S.2GLE.1)
Evaluate musical performance using music terminology (MU09-G.6-S.4-GLE.1)
Explain criteria for their musical preferences. (MU09-G.6-S.4-GLE.1)
Perform compositions using a variety of media (sing/play, technology, combination
of instruments/voice and technology) (MU09-G.6-S.1-GLE.1) and (MU09-G.6-S.2GLE.1)
Critical Language: includes the Academic and Technical vocabulary, semantics, and discourse which are particular to and necessary for accessing a given discipline.
EXAMPLE: A student in Language Arts can demonstrate the ability to apply and comprehend critical language through the following statement: “Mark Twain exposes the
hypocrisy of slavery through the use of satire.”
A student in ______________ can demonstrate the
ability to apply and comprehend critical language
through the following statement(s):
The influence of technology on the music industry can be evaluated by increased access to a variety of repertoire,
software for musical composition, and its influence on increasing the diversity of careers in music.
Academic Vocabulary:
Evaluate, compose, fluency, industry, media, career, influence, popular, culture
Technical Vocabulary:
Notation, repertoire, expressions (articulations, dynamics), MIDI, sequencing software,
Authors of the Sample: Gregory Piotraschke (Jefferson County R-1); Cynthia Smith (Pueblo County 70); Zac Timbrell (Aurora Public Schools)
6th Grade, Music
Complete Sample Curriculum – Posted: January 31, 2013
Page 7 of 7